{"id":17920,"date":"2020-11-29T20:30:38","date_gmt":"2020-11-29T20:30:38","guid":{"rendered":"http:\/\/onlineclassesguru.com\/?p=17920"},"modified":"2020-11-29T20:30:38","modified_gmt":"2020-11-29T20:30:38","slug":"benchmark-case-study-plaafp-annual-goals","status":"publish","type":"post","link":"https:\/\/onlineclassesguru.com\/index.php\/2020\/11\/29\/benchmark-case-study-plaafp-annual-goals\/","title":{"rendered":"Benchmark Case Study: PLAAFP &#038; Annual Goals"},"content":{"rendered":"<style type=\"text\/css\"><\/style><p>Details:<br \/>\nThe IEP is an essential part of each student\u2019s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student\u2019s strengths, needs, background information, etc. All of this information is used to develop an effective program for the student.<br \/>\nBy the age of 16, students with special education services must have an additional transition plan that addresses current functioning based on observations, student surveys, and other age appropriate transition services. Goals must be developed for further education and training as well as employment after high school. Aligned transition activities for each goal must be realistically developed to assist students in achieving their goals. Teams must also consider the need for goals associated with independent living. These goals could address community access and participation, adult living and post-school options, as well as daily living skills to support independence in adult settings.<br \/>\nReview the \u201cAlicia Case Study\u201d to inform the assignment that follows.<br \/>\nUse the \u201cCase Study: PLAAFP and Annual Goals Template\u201d to complete this assignment.<br \/>\nPart 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)<br \/>\nComplete the following in 250-300 words for the case study student.<\/p>\n<p>Section 1: Academic Student Strengths\/Interests<br \/>\nSection 2: Evaluations<br \/>\nSection 3: Performance in Classes<br \/>\nSection 4: Other Relevant Issues<\/p>\n<p>Part 2: Post-Secondary Transition<br \/>\nConsider emotional, social, and academic concerns to be successful post-secondary.<\/p>\n<p>Preferential Learning Environment<br \/>\nStrengths\/Interests Relating to Transition<br \/>\nAreas in Need of Improvement for Transition<\/p>\n<p>Based on age appropriate transition assessments, include measurable transition IEP goals and transition activities\/services appropriate for the student\u2019s post-secondary preferences, strengths, and needs.<\/p>\n<p>Education\/Training<br \/>\nEmployment<br \/>\nIndependent Living<\/p>\n<p>Part 3: Rationale and Reflection<br \/>\nProvide a 500-750 word summary addressing the following:<\/p>\n<p>Rationalize your PLAAFP, annual goals, and transition plan choices, citing the CEC Code of Ethics.<br \/>\nDiscuss and defend the legal, ethical, and quality requirements related to the management of confidential student information, such as the information displayed within a PLAAFP or transition plan.<br \/>\nReflect on how you will use the foundational knowledge and current issue you have researched during the development of this assignment to improve student learning in your future professional practice.<\/p>\n<p>Support your rational with 1-2 scholarly resources, in addition to the CEC Code of Ethics.<br \/>\nCollege of Education (COE) program competencies and national standards assessed in the benchmark assignment:<br \/>\nCOE 3.8:<br \/>\nConsider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with disabilities. [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); GCU Mission Critical 2, 3, 4, 5]<br \/>\nCOE 3.10:<br \/>\nDevelop and implement a variety of education and transition plans for individuals with disabilities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); GCU Mission Critical 1, 2, 4, 5]<br \/>\nCOE 5.1:<br \/>\nReflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); GCU Mission Critical 2, 3, 4]<br \/>\nCOE 5.4:<br \/>\nIntegrate foundational knowledge and current issues to inform professional practice. [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); GCU Mission Critical 1, 2, 4]<br \/>\nCOE 5.8:<br \/>\nDemonstrate legal, ethical, and quality requirements related to the management of confidential student information. [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); GCU Mission Critical 1, 2, 4, 5]<\/p>\n<p><center><a href=\"http:\/\/onlineclassesguru.com\/orders\/ordernow\"><img decoding=\"async\" src=\"https:\/\/encrypted-tbn0.gstatic.com\/images?q=tbn:ANd9GcTyj99p60XCLyLk1htB7-1neRt8-2QdnenNlQ&usqp=CAU\"target=\"_http:\/\/onlineclassesguru.com\/orders\/ordernow\"\/><\/center><p>","protected":false},"excerpt":{"rendered":"<p>Details: The IEP is an essential part of each student\u2019s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student\u2019s strengths, needs, background information, etc. All of this information is used to develop an effective&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-17920","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v17.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Benchmark Case Study: PLAAFP &amp; Annual Goals - onlineclassesguru<\/title>\n<meta name=\"description\" content=\"PLAAFP &amp; Annual Goals\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/onlineclassesguru.com\/index.php\/2020\/11\/29\/benchmark-case-study-plaafp-annual-goals\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Benchmark Case Study: PLAAFP &amp; 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